EDUT - Graduate Education - TTT

This professional seminar explores National Association for the Education of Young Children (NAEYC), professional standards, and licensure requirements in developing and maintaining a career in the field of early childhood specific to Ohio.

This course examines a broad understanding of student development and diversity through the study of major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of elementary children. Candidates study strategies to create instruction that is responsive to elementary student differences and that promotes development and learning for all K-6 students.

Elementary candidates will develop a broad understanding of learning processes and strategies to facilitate student achievement. This course includes knowledge of major theories and concepts related to the learning process, strategies for promoting students' independent thinking and learning, and strategies for engaging students in the learning process. Additionally, students will develop an understanding of instructional planning including standards-based, data-driven, differentiated instruction that engages elementary students and makes effective use of contemporary tools and technologies.

Secondary candidates will develop a broad understanding of learning processes and strategies to facilitate student achievement. This course includes knowledge of major theories and concepts related to the learning process, strategies for promoting students' independent thinking and learning, and strategies for engaging students in the learning process. Prerequisite: EDUT-560

This course examines student development and diversity through the study of major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of PreK-3 learners. It also explores the need for observing and assessing children's behavior and the development of skills across several domains. Emphasis is placed on the appropriate usage of formative and observational assessment and the diagnostic features of the formative assessment to enhance teaching and learning. Digital tools and case studies assist candidates in understanding how to select and implement observation and assessment objectively, efficiently, and successfully for data collection, analysis, and data-driven decision-making.

The focus of this course is to overview the theoretical foundations of Early Childhood and to introduce the role of philosophies in decision-making processes. An emphasis on child development and Developmentally Appropriate Practices (DAP) is accompanied by exploration of elements related to quality learning environment. Field Experience required.

This course examines a broad understanding of student development and diversity through the study of major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of adolescents. In addition, secondary education candidates study strategies to create instruction that is responsive to student differences and that promotes development and learning for all students.

This course provides the tools to implement phonics reading instruction using scientifically-based reading research (SBRR). Topics include phonemes, phonemic awareness, graphemes, phonics, and the structure of our language. Instructional strategies for teaching each of these are modeled. Candidates will assess a single elementary student who has been identified as reading below grade level and implement phoneme-based phonics instruction in a one-on-one setting. Field experiences are required.

This course provides practical classroom experiences in identifying challenges related to reading and writing arts. It covers techniques, methods, and materials involved with intervention. Included in the course is an investigation of Response to Intervention/Instruction (RTI) as it pertains to reading and writing instruction. Field experiences are required. Prerequisite: EDUT-520

This course provides a foundation for teaching reading to children in P - 3 classrooms. Using a reading framework of scientifically-based reading research (SBRR), candidates will learn how to assess and teach phonemic awareness, phonics, and related language skills in young children. Topics include phonemic awareness, print awareness, alphabetic principle, graphemes, phonics, and the structure and orthography of our language. Instructional strategies for teaching each domain are explained and modeled. Candidates will assess students' phonemic awareness and phonics skills. Supervised field experiences are required. Prerequisite: EDUT-524

Examination of the historical evolution of the family, the role family involvement plays on child development, and the developmental of communication strategies provides a framework for building effective and reciprocal home-school relationships and partnerships. The role of teacher as advocate is explored. Field Experience required.

This course examines the role of multicultural education in teaching and provides a comprehensive study of models for building cultural competencies. Worldviews and the impact of diversity on education will be analyzed. The course further emphasizes diversity issues in education as related to instruction, assessment, and learning differences of students.

This course focuses on building background knowledge of developmentally appropriate emergent instructional practices and skills for young children, including the use of scientifically-based reading research (SBRR). Field Experience required.

Curriculum planning, developmentally appropriate instructional approaches, data collection and analysis, and management strategies are key elements to this course focusing on infant/toddler learning. Field Experience required.

This course focuses on developing best practices in curriculum, instruction, and assessment for the teaching of STEM, Social Studies, & Fine Arts in grades K-3. Field Experience required.

This introductory course examines the history of elementary education in American Schools and provides a comprehensive study of 21st century education and the need for classroom teachers to provide P-12 learning experiences that emphasize critical thinking, problem solving, communication, and collaboration. The course further emphasizes the needs to use technology as an effective teaching and learning tool and emphasis is given to serving diverse P-12 student populations.

The course introduces the elementary teaching candidate to innovative teaching by integrating 21st Century skills in with the national, state, professional, and technology teaching standards. P-12 learning theories are integrated in the course with an emphasis on using best practices to improve elementary classroom teaching and learning.

This course provides a theoretical foundation for the science of teaching readings, including Scientifically-based Reading Research (SBRR), theoretical frameworks, and instructional models for P-3 students. Field experience required.

This Internship focuses on the role and types of advocacy in early childhood, engaging in servant leadership practices, and exploring wrap-around support services for families with young children. Field Experience required.

The course emphasizes the diagnostic nature of formative assessment and the appropriate use of summative assessment to improve teaching and learning. Candidates will complete classroom-based learning activities in order to understand how to best implement assessments fairly, appropriately, and effectively for data collection, analysis, and data-driven decision making. Field experiences are required.

The focus of this course involves research-based methodologies for managing the elementary classroom, emphasizing theories of learning and instruction. An examination of human, social, and intellectual development for diverse populations of students is integrated with concepts of classroom management and behavior intervention. Field experiences are required.

This course examines approaches to teaching and learning in elementary education. Candidates are expected to demonstrate the ability to align elementary instruction to standards as exhibited through the development of an elementary unit of instruction. This course addresses differentiated Universal Design for Learning (UDL), project-based learning, cultural competency, and global competency. Field experiences are required.

This course focuses on the implementation of reading and writing assessment in P-3 classrooms. Candidates will explore multiple informal and formal assessment methods and models across the content areas. Direct instruction in the creation of two related units-a reading unit and a writing unit-will prepare candidates for authentic classroom instruction. Supervised field experiences are required. Prerequisite: EDUT-532

This course examines strategic literary instruction for secondary learners. The course prepares teachers to develop independent metacognitive readers in their content area. Includes exploration of scientifically based reading research (SBRR) strategies, theories, and processes. Field experiences are required. Prerequisite: EDUT-575

This course prepares candidates to implement techniques for the successful integration of specific subject content in the early childhood learning environment. Candidates use pedagogical methods to develop strategies of collaboration and integrative curriculum building with a greater focus on theory. A strong emphasis is placed on child-initiated and culturally inclusive approaches with differentiation. The study of verbal and nonverbal communication, literacy, numeracy, sciences, social awareness, creative arts, and e-technology learning serve as an appropriate foundation toward a knowledge base for teaching diverse populations of young children. Supervised field experiences are required. Prerequisite: EDUT-512, EDUT-522, EDUT-532, EDUT-542, EDUT-552

This introductory course examines the history of secondary education in American Schools and provides a comprehensive study of 21st century education and the need for classroom teachers to provide P-12 learning experiences that emphasize critical thinking, problem solving, communication, and collaboration. The course further emphasizes the needs to use technology as an effective teaching and learning tool and emphasis is given to serving diverse P-12 student populations.

The course introduces the secondary teaching candidate to innovative teaching by integrating 21st Century skills in with the national, state, professional, and technology teaching standards. P-12 learning theories are integrated in this course with an emphasis on using best practices to improve secondary classroom teaching and learning.

This course examines what social, emotional, and behavioral interventions are, and how these interventions relate to the effective management of a diverse classroom. Candidates will analyze worldviews and the impact of the teacher's role on social, emotional, and behavioral interventions. This course explores the importance of identifying appropriate resources that provide intervention services for students with diverse needs. Legal mandates associated with classroom management and research-based intervention methods will be presented.

The course emphasizes the diagnostic nature of formative assessment and the appropriate use of summative assessment to improve teaching and learning. Candidates will complete classroom-based learning activities in order to understand how to best implement assessments fairly, appropriately, and effectively for data collection, analysis, and data-driven decision making. Supervised field experiences are required. Prerequisite: EDUT-515

This course examines various approaches to teaching and learning in secondary education. Candidates are expected to demonstrate the ability to align secondary instruction to state academic standards and national standards as demonstrated through the development of a content area unit of instruction. This course addresses differentiated instruction, Universal Design for Learning (UDL), project-based learning, cultural competency, and global competency. Field experiences are required. Prerequisite: EDUT-580

This course emphasizes theories of learning and instruction, and involves research-based methods for managing a secondary classroom. An examination of human, social, and intellectual development for diverse populations of students is integrated with concepts of classroom management and behavior intervention. Emphasis is given to legal mandates associated with classroom management that impact student learning and the learning environment. Field experiences are required. Prerequisite: EDUT-511

Student teaching is a demonstration of practical applications of program knowledge, skills, and dispositions in facilitating P-3 students' learning. Field Experience required.

Student teaching is a demonstration of practical applications of content and program knowledge, skills, and dispositions in facilitating elementary students' learning. Authentic assessments documenting candidates' professional growth are administered. Supervised field experiences are required.

Student teaching is a demonstration of practical and content applications of program knowledge, skills, and dispositions in facilitating improvement in secondary students' learning. Authentic assessments documenting candidates' professional growth are administered. Supervised field experiences are required. Prerequisite: EDUT-515, EDUT-511, EDUT-575, EDUT-560, EDUT-578, EDUT-580

This two-week orientation provides candidates with an understanding of university structures and academic policies, an overview of the online learning environment, and establishes expectations for required clinical experiences. This course is worth 0 credit hours; however, it is a program requirement and is considered a prerequisite to EDUT-540 and EDUT-570.